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校本評核常見問題 - 英國語文
Extensive Reading Scheme (For Part A of the SBA Component only)
Questions:
Answers:
  1. Why is it necessary to incorporate an extensive reading programme in the SBA component?

    Research studies show that students in Hong Kong do not read widely enough, nor read for enjoyment, even in Chinese. When the SBA component was developed, it was thought that it is a good opportunity to encourage students to read more and it is obviously much more difficult to assess an extensive reading programme on an examination. So, it is ideal to have the extensive reading programme as a foundation to the SBA.

     

     

  2. If schools do not have an extensive reading scheme, will they need to implement it to complete the SBA component?

    If schools have not already established an extensive reading programme, they have two jobs to do rather than one. Schools that have already got an extensive reading programme only have to do a little bit of fine-tuning and build in the school-based assessment component. If students have to be introduced to an extensive reading programme for the first time, teachers can use a class reader to model the whole process, teach students how to keep a log book, and show them the kind of questions that they could ask each other about their reading. Teachers can then move from the common experience of a class reader to setting up something like a reading circle where there might be a number of texts available to the class, with a group of students encouraged to read the same text so they can support each other. Teachers can then ask the students to report on how they are going with reading their texts at regular intervals. Every now and then teachers can mix the groups up, putting students in small groups where they have all read a different text - not to assess, but to sustain their motivation, develop their speaking skills and check whether they have done their reading. Alternatively, teachers might ask students to watch a film or choose their own film in groups and then come back to discuss it. For students who are not used to reading extensively, a documentary or film may be a better text to start with, because it may be more accessible and interesting to them.

     

     

  3. Do students have to keep a log book of their extensive reading/viewing?

    Students should keep a little log book that just reports very briefly their reading/viewing activity and any questions or responses to the texts. Initially, teachers might want to collect a sample, a few each week, of what students are writing to check they know what to do. Alternatively, students can enter their reading record on a big wall chart in their classroom. The log book entries can be just one or two lines, not a long report, but they should tell teachers whether students like a text or not, and how often they are reading.

     

     

  4. How can teachers ensure that the students have read or viewed all four texts from the beginning to the end?

    Students should keep a log book which can serve as evidence that they have done some reading/viewing. Some students will read every single page; others will skim through the book and skip chapters, and they may give up at the end. It is better not to assess students on a book that they did not like, unless they are very passionate about why they did not like it and why they did not finish it. However, the purpose of the assessment is to assess the speaking ability of the student, not whether he/she has read/viewed a text. Teachers can assign other work based on the texts if they like to ensure that their students have done the reading/viewing, although that will not form part of the SBA mark.

     

     

  5. Do teachers need to mark students' log books?

    The SBA is based on students' oral performance. The reading/viewing and writing are only the means to an end. Therefore, the log books need not be marked. They serve to provide evidence of the students' reading/viewing and as a record of their personal reflections and comments. Teachers should collect the log books and refer to their students' comments on and reactions to the texts when conducting assessments, so that they can ask questions that are relevant to the students' reading/viewing experience. Students can also make use of their log book entries in their discussions with peers or individual presentations.